By Jo Bradley, Chris Yates
Open and distance studying has been utilized in many ways within the fresh prior to supply either fundamental schooling and grownup schooling. The Commonwealth of studying works with governments, colleges and universities with the purpose of strengthening the capacities of Commonwealth member nations in constructing human assets required for his or her fiscal and social improvement. Many current coverage records hyperlink distance schooling with new info and communique applied sciences, portraying them as a promising common entry and exponential progress of learning.This e-book solutions the foremost inquiries to those concerns and assesses the influence and influence of the adventure of simple schooling at a distance around the globe and in a wide selection of varieties. this is often the 1st significant review of this subject for two decades.
Read Online or Download Basic Education at a Distance: World Review of Distance Education and Open Learning (World Review of Distance Education and Open Learning, V. 2) PDF
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Extra resources for Basic Education at a Distance: World Review of Distance Education and Open Learning (World Review of Distance Education and Open Learning, V. 2)
The links between ODL and global communication technologies were often portrayed as promising universal access and exponential growth of learning. In the Jomtien Declaration this linkage seemed to be seen as a new ‘synergistic effect’ which would bring continued educational progress (WCEFA 1990). ODL was believed to offer a connection between new technologies and aspirations for equality and democracy. In the policy documents developed during the 1990s, by both multilateral and a number of bilateral agencies, NICT, attached to ODL, are often described as more than just one of a range of strategies available to governments, NGOs or community-based organisations to tackle the lack of quality formal education available.
It had achieved some recognition throughout the developing world as a legitimate policy option for formal school systems (Nettleton 1991:102). In Africa, particularly, it had become acceptable as an alternative to regular education delivery at secondary and higher levels of education, when the need for rapid expansion began to outstrip the resources available. This led to experiments with ‘open secondary schools’, correspondence programmes and the like (Dodds 1994). It was recognised, however, that ODL had been least often attempted at primary level.
Policy makers, agency personnel, professional educators) to fully endorse a widespread use of DL in promoting access and quality. A third factor which is of some importance concerns the very nature of the conference declarations. Their emphasis tended to be on general advocacy for action, more than on the elaboration and promotion of specific strategies for reaching the goals. This meant that, in the midst of uncertainties surrounding the actual value of NICT in the context of basic education and the rather mixed notions concerning the state of practice regarding ODL, only vague generalisations found their way into conference documents or declarations.